"A child's learning is the funtion more of the characteristics of his classmates than those of the teacher." James Coleman, 1972

Wednesday, June 04, 2008

Schools: Studies in Education

Here is one of those rare journals with a heart that is neither dumbed down nor studiously arcane, which makes it a good read whether you are a classroom teacher, a teacher of classroom teachers, an administrator or researcher. Check out the last year's Fall issue free.
University of Chicago Press and Francis W. Parker School, Chicago Announce Partnership to Publish Schools: Studies in Education

First issue under partnership to publish in fall 2008

The Journals Division of the University of Chicago Press and the Francis W. Parker School, Chicago are pleased to announce their new partnership to publish Schools: Studies in Education, which has been self-published biannually by Parker since 2004. A special double issue, scheduled to publish in fall 2008, will inaugurate the new partnership.

Consulting editor and Parker English teacher Mary Dilg proclaimed the new partnership a “tribute to the Board of Trustees of the Francis W. Parker School and to the University of Chicago Press for their vision and support in helping birth a national publication serving the needs of those who serve the children of our nation.” Founding executive editor and Principal of the Parker School Daniel Frank praised the new partnership, saying that it “will allow Schools to flourish,” adding that “Schools remains committed to publishing excellent descriptive narratives and thoughtful analytic commentary about how students, teachers, administrators, parents and others feel about their experiences in the classroom, and with the culture, curriculum and people of the school.” In the five years since Schools’ founding, editor Andy Kaplan has seen it “develop a public forum for those most intimately involved in the daily life of schools” and has found in their “stories and reflections the healthiest antidote to a national discussion of educational standards that has for so many years reduced, demeaned, and undermined the real work of the school.” Director of the University of Chicago Press Garrett Kiely welcomed the valuable addition, saying “our education list has been central part of the Press’s mission since its inception, and with the addition of Schools: Studies in Education, we gain the most original voice in education today.” In the Journals Division, Schools will join American Journal of Education, The Elementary School Journal, and Comparative Education Review on the education list.

The complete fall 2007 issue is available for free viewing and download at: www.journals.uchicago.edu/schools. Subscriptions to Volume 5 (2008) are now available and include access to the complete online archive of the journal’s first 4 volumes, containing over 100 articles and essays by public and private K-12 educators, university professors, and others who work with school-aged students, including the writing of such nationally-known educators as Vivian Paley, Roland Barth, Pat Carini, Jay Featherstone, and Tom Cottle. Paley and Cottle also serve on Schools consulting editor board, which includes many of the leading voices in American education.

Schools: Studies in Education is a refereed international education journal for pre K-12 educators, administrators, university professors, and others who work with school-aged students.

Published biannually, Schools fills a long standing void in the world of educational publications, providing a forum to promote the scholarship and career growth of school educators by providing school teachers and others a rare space to explore, through stories and their related commentaries, the more dynamic and complex experiences of school life in ways that convey how human relationships, thoughts, and emotions shape the meaning of educational experience in schools.

Schools distinguishes itself as an educational journal committed to furthering the valuable dialogue between education and psychoanalysis that finds few outlets today in public forums regarding the theory and practice of educational professional development.

Each issue of Schools includes richly described interpretive accounts of how teachers, students, and others experience their social and psychological relationships to each other, to the curriculum, to the ways teachers and students learn, to the systemic and organizational dynamics of school culture—including the complex interactions among groups and between groups and their leaders—and to the structures that comprise the wider domains of society and the world.

Contributors write in a variety of genres: scholarly articles based on theory and research, interpretive reflective essays, brief informal meditations and stories, and educationally relevant reviews of books, films, art exhibitions and musical performances. In addition, each issue features a reprint of an intriguing passage from a long-ago, previously written or published insight or reflection on education in schools.

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